In this performance assessment, students will analyze how a theme develops over the course of a text. Specifically, students will be asked to create a visual that analyzes how a theme developed over the course of a text.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers, Canva, etc. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment is best used after completing a poem, short story, or novel. Students should have had instruction on identifying and analyzing themes and citing textual evidence. Below are some examples of texts that may be used. It is important that students read the text prior to this assessment.
• “Harrison Bergeron” by Kurt Vonnegut (short story)
• “The Necklace” by Guy de Maupassant (short story)
• “The Raven” by Edgar Allen Poe (poem)
• Of Mice and Men by John Steinbeck (novel)
In this performance assessment, students will analyze how a theme develops over the course of a text. Specifically, students will be asked to create a visual that analyzes how a theme developed over the course of a text.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers, Canva, etc. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment is best used after completing a poem, short story, or novel. Students should have had instruction on identifying and analyzing themes and citing textual evidence. Below are some examples of texts that may be used. It is important that students read the text prior to this assessment.
• “Harrison Bergeron” by Kurt Vonnegut (short story)
• “The Necklace” by Guy de Maupassant (short story)
• “The Raven” by Edgar Allen Poe (poem)
• Of Mice and Men by John Steinbeck (novel)
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A1Students can analyze how a theme develops over the course of a text by citing textual evidence. |
F. Style and LanguageStudents can build vocabulary knowledge and apply conventions of grammar and usage specific to the context. |
F1Students can use grade-level appropriate writing conventions of grammar and usage when writing and speaking. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Theme & Evidence |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Visual Design |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
|
Language and Conventions |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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